Child and Adolescent Learning Principles (ED 111)

Study Notes

A child is defined as anyone 18 years or younger, according to UNESCO, UNICEF, and WHO, unless national law states otherwise.
Adolescents refer to individuals aged 10 to 19, emphasizing a transitional period between childhood and adulthood.
The UN Convention on the Rights of the Child (UNCRC) adopts a strict age definition of a child as anyone under 18.
Adolescence involves significant physical, emotional, and cognitive changes.

Pre-natal: Stage from conception to birth, where hereditary traits are established.
Infancy (Birth to 2 Years): Characterized by foundational behavior organization and rapid physical growth.
Early Childhood (2 to 6 Years): Exploration and questioning dominate, with the acquisition of basic language and social skills.
Late Childhood (6 to 12 Years): Development of self-help skills and creativity; children understand conservation better.
Adolescence (Puberty to 18 Years): Transition marked by rapid physical development and emotional changes.
Early Adulthood (18 to 40 Years): Adjustment to new life roles, including spouse and parent.
Middle Age (40 to Retirement): Adaptation to physical and mental changes.
Old Age (Retirement to Death): Accelerated decline in physical and mental faculties.

Jean Piaget's Theory describes adolescence as the period of formal operational thought, allowing for abstract reasoning.
Adolescents engage in complex problem-solving and identity exploration.
Early adulthood sees reflective and contextual thinking, where individuals consider multiple perspectives.
Middle adulthood typically involves peak semantic knowledge and improved vocabulary.
Late adulthood may experience cognitive decline, including slower processing speed and diminished explicit memory.

Nature encompasses genetic and biological influences, while nurture includes environmental factors shaping behavior and experiences.

Continuous development sees gradual changes over time, like increased skills and abilities.
Discontinuous development views growth as occurring in distinct stages, resulting in different age-specific behaviors.

Quantitative refers to measurable changes, such as physical growth or skill acquisition.
Qualitative changes denote fundamental shifts in thought and behavior organization, e.g., improved perspective-taking.

Universal development involves common growth patterns experienced by all humans.
Individual development highlights the unique path shaped by personal circumstances and experiences.

Stability suggests persistent personality traits from childhood to adulthood.
Plasticity implies that experiences and interactions can alter personality development.

Active approach posits children as agents who influence their own development.
Passive approach views children as products of genetic and environmental influences.

Employ systematic approaches to study growth over time.
Techniques include surveys, interviews, and observations.
Ethical considerations are paramount, ensuring informed consent and participant protection.
Research often longitudinal, tracking developmental changes across different stages.

Surveys/Questionnaires: Written inquiries for data on behaviors or emotions.
Interviews: Direct conversations for in-depth insights.
Observations: Non-intrusive assessments in natural settings to understand behavior.

Important to follow moral principles to respect and protect vulnerable populations like children.
Informed Consent ensures participants are aware of risks and benefits involved in the research.